A Close Reading of the Common Core’s Informational Text Recommendations

Understanding the Ratio of Informational Text and Literature in K-5

The ongoing debate around the Common Core State Standards (CCSS) often highlights an assumed preference for informational text over literature. Yet, the CCSS suggests an equitable balance, recommending a 50/50 distribution between the two. This notion, further explained by David Coleman of EngageNY, confronts the rarity of informational text in current classroom reading materials, estimated as low as seven percent.

Dissecting the Research Behind the Recommendations

In pursuit of clarity, Jan Burkins delved into the studies cited by the Common Core to substantiate their recommendations. Three key pieces of research were identified, each offering a unique perspective on the current utilization of informational text in academic settings.

Evaluating the Studies

Study #1: Building a Culture of Trust

While contributing valuable insights into middle school dynamics, Study #1 offers no data regarding the prevalence of informational text in classrooms, underscoring the necessity for accurate supporting evidence in educational standards.

Study #2: Informational Text in Basal Readers

By examining basal readers, Study #2 positions itself closer to the topic at hand but is limited by outdated material and lacks direct insight into the actual reading habits in classrooms. Subsequent analysis by Barbara Moss paints a far different picture, with nonfiction text comprising a larger fraction of basal readers in more recent years.

Study #3: Primary Students & Informational Text

This practical guide emphasizes the use of informational text but falls short as a research study and therefore cannot substantiate the informational text percentages claimed by the Common Core.

Summing Up the Findings and Their Implications

The inquiries into these studies suggest the need for a more current and reliable collection of data to inform instructional decisions. Misrepresentation or outdated information can misguide educators and policymakers, leading to an imbalance in the knowledge foundation provided for students.